Download Contrastive analys OVHD

CONTRASTIVE ANALYSIS HYPOTHESIS
Procedure:
1. Describe first language and second language.
2. Identify Differences.
3. Create a hierarchy of levels of difficulty.
4. Develop Curriculum based on hierarchy.
Strong Version of Contrastive Analysis Hypothesis (CAH):
Wardhaugh
1. A priori predictions will present error problems.
Weak Version of CAH—Cross-Linguistic Influence (CLI):
1. Emphasis on influence rather than prediction
2. Analyze errors a posteriori.
3. Collect large speech or writing samples and analyze them.
ERROR ANALYSIS PROCEDURE (Brown)
1. Identify errors – consistent, incorrect patterns
a. overt - sentence level
b. covert - discourse level
1
2. Error category - description
a. addition
b. omission
c. substitution
d. ordering
3. Error category - linguistic
a. phonological
b. morphological
c. syntactic
d. semantic
e. mechanical
4. Identify pedagogical intervention strategy
ERROR ANALYSIS PROCEDURE:
Overt Errors With Plausible Interpretations (Local)
1. Make a well-formed reconstruction of the sentence in the
target language.
2. Compare a reconstructed sentence with the original
idiosyncratic sentence. In what respect did they differ?
A. Domain
i. error description: addition, omission, substitution,
ordering
ii. error level: phonology, orthography, lexicon,
grammar, and discourse.
B. Extent: What needs to be deleted, replaced, supplied,
or reordered in order to repair the sentence?
2
3. Determine the source of the error
A. Interlingual transfer (negative transfer)
B. Intralingual transfer (overgeneralization)
4. What stage is the learner in her development?
Error Stages
1.
The random error stage: learner has no systematic idea
about a given structure.
Examples: spelling one word in several different ways,
using same word in several different ways, using verb
tense correctly sometimes but not predictably.
2.
The emergent stage: learner is growing in consistency in
production, and errors are systematic. Learner cannot
necessarily correct errors when they are pointed out by
someone else.
3.
The systematic stage: leaner is even more consistent;
production is approaching target forms. Learner can
correct their errors when pointed out to them.
4.
The stabilization stage: learner has relatively few errors
and can self-correct.
3
Discussion Questions
1. Lightbown & Spada examined the influence of formfocused instruction and corrective feedback on
communicative teaching. What has previous research on
this topic indicated?
2. What do we learn about this important topic based on
their results and conclusions?
4
Tips to “Defossilize” Fossilized Errors
Form-focused instruction

inductive approach

learner readiness (sequencing)

focused correction
o in speaking
o in writing

in combination with predominantly communicative-based
instruction (CBI)

learner motivation and commitment

acknowledgment of errors on part of listener
STEP
TASK
1 .......................................copy
2 ......................................a vs. an
3 ......................................masculine to feminine
4 ......................................plural to singular
5 ......................................singular to plural
6 ......................................affirmative to negative
7 ......................................present to past
8 ......................................present to pres. progressive
9 ......................................present to future
10 ....................................present to present perfect
5
11 ....................................past to past perfect
12 ....................................direct to reported speech
13 ....................................reported to direct speech
14 ....................................reported to direct speech when speaker is unclear
15 ....................................active to passive voice
16 ....................................passive to active voice
17 ....................................affirmative to negative (no, never)
18 ....................................replacing nouns with hyphenated adjectives
19 ....................................changing clauses into noun modifiers (man who loves
peace=peace loving man)
20 ....................................change phrase to one or two hyphenated words.
21 ....................................word replacement (synonyms)
22 ....................................condensing sentences
21 ....................................sentence combining (and, but, or)
22 ....................................sentence combining (who, which)
23 ....................................sentence combining (if, when, although, because)
26 ....................................sentence combining in shortest, clearest way
6
Historical View of Errors
View of Learning
Behavioristic
ALM
View of Errors

Undesirable

False-learning
Error Treatment

Overt & immediate
correction

Giving correct
answers
Cognitive

inevitable

intentionally ignored
Long (1977)

evidence of
language
development

no treatment

informational

hypothesis-testing

Error-making and
its repairing are
parts of interaction

self-repair

other repair
(teacher, peers)

NNS-NNS peer
correction is also
beneficial
Interactional
Kasper (1985)
Gass and Varonis
(1985)

negotiation of
meaning
7